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From static to dynamic interpretatio...

Reese, Elizabeth B.

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From static to dynamic interpretations: Transforming art museum exhibitions through intertextual narrative pedagogical practices .

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	From static to dynamic interpretations: Transforming art museum exhibitions through intertextual narrative pedagogical practices ./
作者:	Reese, Elizabeth B.
面頁冊數:	228 p.
附註:	Adviser: Brent Wilson.
Contained By:	Dissertation Abstracts International62-12A.
標題:	Art History. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3036100
ISBN:	049349068X

From static to dynamic interpretations: Transforming art museum exhibitions through intertextual narrative pedagogical practices .
Reese, Elizabeth B.

From static to dynamic interpretations: Transforming art museum exhibitions through intertextual narrative pedagogical practices . - 228 p.

Adviser: Brent Wilson.

Thesis (Ph.D.)--The Pennsylvania State University, 2001.

This dissertation examines how static experiences within museum exhibitions can be transformed into dynamic ones by applying theories and practices associated with intertextuality, narratives, and narrative forms of education. Intertextuality is described as the manner in which a text—any interpretable object or narrative—always refers to other texts. Contemporary narrative theory encourages readers and writers to share authority in the presentation and interpretation of stories. Narrative forms of education advocate critical and reflexive dialogues about the content and form of presented information.

ISBN: 049349068XSubjects--Topical Terms:

635474
Art History.

From static to dynamic interpretations: Transforming art museum exhibitions through intertextual narrative pedagogical practices .
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245 1 0 $a From static to dynamic interpretations: Transforming art museum exhibitions through intertextual narrative pedagogical practices .
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502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2001.
520 $a This dissertation examines how static experiences within museum exhibitions can be transformed into dynamic ones by applying theories and practices associated with intertextuality, narratives, and narrative forms of education. Intertextuality is described as the manner in which a text—any interpretable object or narrative—always refers to other texts. Contemporary narrative theory encourages readers and writers to share authority in the presentation and interpretation of stories. Narrative forms of education advocate critical and reflexive dialogues about the content and form of presented information.
520 $a To facilitate this pedagogical shift toward “intertextual narratives,” museum professionals and exhibition readers were encouraged to share authority in the construction of interconnected narratives. This research includes background information, description and analysis of intertextual and narrative theories, three case studies, resultant findings, and future inquiries. The case studies include the hypothetical re-reading and re-writing of an art museum exhibition, and two actual experiments. One experiment involved a university class reading, re-reading, and rewriting variations of an art museum exhibition. The other experiment engaged community members in transforming a single exhibition narrative into a web of interconnected—indeed, intertextual—exhibition narratives. The findings from these studies suggest not only that it is possible for variations of an exhibition to exist dynamically, but also that museum professionals and visitors benefit from experiences that include multiple, diverse, inter-related, and critically considered narratives.
520 $a American art museums beginning in the late 1800's used pedagogical strategies that presented single narrative explanations of exhibitions. Single narratives are considered problematic because they produce an authoritative, single truth, and do not encourage conversations that promote multiple perspectives or critical, reflexive inquiry. This traditional approach subsequently may deter visitors from attending or returning to a museum thereby subverting its own educational mission.
520 $a Current theorists propose that new practices could emerge which nurture multiple “knowledges” rather than knowledge, facilitate multiple interpretations rather than an interpretation, and encourage interaction among numerous narratives rather than the presentation of a single narrative. Accordingly, the main question that guided this inquiry was “How would museum visitors' experiences within art museum exhibitions be transformed by intertextual narrative pedagogical practices?”
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